The Pedagogical Agent Split-Persona Effect: When Two Agents are Better than One

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Baylor, A. & Ebbers, S. (2003). The Pedagogical Agent Split-Persona Effect: When Two Agents are Better than One. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 459-462). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/11122.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2003
Honolulu, Hawaii, USA
2003
ISBN 1-880094-48-7
  David Lassner & Carmel McNaught
AACE

More Information on EDMEDIA
Table of Contents

Authors

Amy Baylor, Suzanne Ebbers, Florida State University, United States

Abstract

This experimental study examined the question as to whether it is more effective to have one pedagogical agent (Mentor) with combined expertise and motivational support or two separate agents – one with expertise (Expert) and one with motivational support (Motivator). It was found that having two separate pedagogical agents representing the two roles had a significantly more positive impact on both learning and the perceived value of the agents. This provides preliminary evidence for a pedagogical agent split-persona effect, suggesting that two separate and agents representing different functional roles may be preferable to one agent representing both of the roles.

Also Read

• Leading the Technology Evolution
• Technology Integration: The Pedagogy of the 21st Century
• Documenting Value Added Learning Through Videoconferencing: K-12 Classrooms’ Interactions with Museums
• Inspiring Learning and Teaching: Using e-tools to Facilitate Change
• Preparing Teachers for 21st Century Skills: Using Blogs to Support Students in Learning Math and Encourage Teacher-Student-Parent Communications
• Comparing How Teachers use Technology and Teacher Education Programs Prepare Teachers to use Technology
• The MALTES Factor and the DAU Learning Evolution
• Coordinating Professional Practice with Course Pedagogy in the Design of a Serious Games course
• The Effects of Technology-Mediated Instructional Strategies on Motivation, Performance, and Self-Directed Learning
• 'Cognitive realism' in online authentic learning environments

Tags